Naga College Foundation

M.T.V Avenue Naga City

College of Teacher Education

Examination
in Teaching
of Literature
Submitted by: MS. MIKEE ROSE RODRIGUEZ BSED-3

Submitted to: MR. MANUEL D. BUERE

1. Name/Identify one perfect strategy in teaching literature to high school students.
Explain how it can be effectively used by illustrating the different steps involved. It can
be the one you learned in this class or your own strategy. (15 pts.)

We have been assured in the third millennium and the educational system
nowadays hold great source of information through the wide use of educational
technology. It is on this generation where the purpose of education is to develop holistic
and competent individual that are multitasking and capable of doing things
spontaneously.
This gives importance and urgent time for teachers to prepare themselves in
making the teaching-learning process effective and will ensure students learning. And
one way of doing that is to consider what strategy best suits to the learner’s style. In the
other way around, when it comes to teaching literature, somehow one perfect strategy to
high school students is “Student-Chosen Texts.”  Allowing students to choose their own
reading materials is a strategy that literacy specialists recommend as a way to develop
lifelong readers. Students are given a choice of literature from an age- and reading level-
appropriate book collection. After a period of independent reading, students break into
groups and discuss what they’ve read, book club-style, followed by journaling. When this
strategy is successful, students are able to delve deeply into the meaning of the
literature, develop critiquing skills, and have a valuable discussion with their classmates
about the book that they chose. Teachers who use this strategy find that it can lead to a
classroom that is engaged with literature.
Depending on the grade level taught and the type of material assigned based on
the curriculum plan; English teachers will have to try one or more of the above strategies
to make their classroom work. The same strategy may not work from year to year,
and teachers may find that while one strategy works for one teacher, it does not work in
their classroom. English teachers who are flexible and willing to experiment with
teaching strategies are sure to find a winning formula.
This kind of strategy in teaching literature gives the students a freedom to choice
what they want to read or what they interest most. However, students’ choice of literary
text will consider the appropriateness regarding the lesson. Considering that each learner
has a different story to read, teacher’s action is needed to determine what literary will be
used in teaching. The majority of the class will be the basis of choosing certain literary
text.
On the other hand, this strategy is effective because at the onset you get the
interest of the students to pay attention to your lesson. They are active and willing to
participate in class discussion because the teacher gave importance to the interest and
demand of the students. Since students want it to use in discussion, it would be easy for
the teacher to give activities regarding the lesson. Furthermore, the students can relate to
the discussion thus, they can learn from the lesson and up to the point that they will be
asking for more literary text to be used in teaching-learning process.
2. Prepare a simple lesson plan showing the use and application of any of the three main
approaches to the teaching of literature. Refer to the article “An Integrated Approach
to Teaching Literature in the EFL Classroom. (15 pts.)
3.
Lesson Plan: Tales of Edgar Allen Poe

Teacher
 Ms. Mikee Rose Rodriguez
Name:
Grade:  Grade 10
Subject:  Literature
4.
 Edgar Allen Poe's works The Raven, The Pit and the Pendulum, and the
Topic:
Tell-Tale Heart.
 The short stories above represent the Emotional side of Poe and these
Content: works should be read before completing the assignment. Vocabulary:
narrator, first-person narrative, third-person narrative, plot, setting, Gothic
 1. The student will read one of the works by Edgar Allen Poe. 2.
Summarize the vocabulary words by creating an Inquiry chart. 3. Identify
Goals:
the emotions in the piece of writing 4. Create an original work displaying
these emotions on something other than paper.
 This lesson follow the Ohio Academic content Standards for 11th grade
Objectives:
English/language arts Writing Applications:
 1. Computer with accesses to the internet 2. Materials for student to write
their own works (masks, t-shirts, fabric paints of different colors, brushes,
Materials:
any writable surface that does not contain paper). 3. Sample I-chart 4.
Grading rubric 5. Tales to Astonish by Edgar Allen Poe
 The educator will start the lesson by review relevant biographical
Introduction: information with the students about Edgar Allen Poe and to explain some of
the characteristics of the stories to the students to consider.
 Next, the educator will ask the students to pick a partner and create an
Inquiry chart for one of the works that were listed earlier in the lesson and
Development:
work on the I-chart. When finished with the I-chart, the students give their
findings to the class for a grade.
 After that, the students separate from their partners and ex lore the
Practice: emotions of the piece they just did for the Inquiry. They are to create an
original work without using paper.
  All of the art supplies and Materials will need to be purchased in advance
or made available for the students to use. The computer lab will have to be
Accommodations: reserved in advance to ensure that the students have all the materials
necessary to complete the assignment. Copies of the book will also need to
be available for the students as well
Checking For  The educator will use the grading rubric to determine if the students
Understanding: completed the assignment correctly.
 The students will turn in their assignment at the edge of the educator's desk
Closure: where the in and out boxes are and put their finished product beside the
edge of the desk and pick up the next lesson from the out box.
 The students will be grade based on the criteria that the grading rubrics
Evaluation:
provide.

POINT: This simple lesson shows the application of “Personal Growth Model” because
learners are encouraged to express their own opinions, feelings and make connections between
their own personal and cultural experiences in the text. This lesson plan also helps learners to
develop knowledge of ideas and language through different themes and topics. In addition,
learners’ participation in this lesson is more than to teacher because they are expected to interpret
the text and construct meaning on the basis of their own experiences and understanding about the
text.
3. Briefly discuss how language can be effectively taught through literature and by
applying the six approaches to literary analysis.

Language as the universal maxim of communication is being learned in a day to

day basis. Even in a usual conversation where many people used language to understand
one another. However, as to give prominence to the standard use of language one
couldn’t deny that language must be thoroughly understand and learn to construct
meaning through the use of literature as the focus in learning the language. Thus, how
can language be effectively taught through literature and by applying the six approaches
to literary analysis?

Well, through literature language can be learned in a way that learners are being
exposed in the wide range of ideas, information, and conventional terms which are of
great help in learning the language use, purpose and meaning. Literature is effective tool
to teach the language because it educates the whole person or it gives as the opportunity
to explore the reality of life and the world we are living. By examining values in literary
texts, teachers encourage learners to develop attitudes towards them. These values and
attitudes relate to the world outside the classroom. Moreover, literature expands student’s
language awareness and understanding regarding the proper usage and even those
technical roles in constructing certain sentence. Asking learners to examine sophisticated
or non-standard examples of language (which can occur in literary texts) makes them
more aware of the norms of language use. On the other hand, language can be learned
through the application of the six approaches to literary analysis in a way that it helps the
learners to appropriately analyze certain literary works. This approaches will be
comprehensively learn the language in terms of its use, conventional terms, and grammar
as well the meaning.

Naga College Foundation

M.T.V Avenue Naga City
College of Teacher Education

Final
Examination
in Preparation
 & Evaluation
of IMs

Submitted by: MIKEE ROSE RODRIGUEZ BSED-3

Submitted to: MR. MANUEL D. BUERE

I. Briefly discuss the following:

A. Multi-media Approach to Teaching (Definition, Nature, &

Educational Implications) 10 PTS.
B. The Need for Audio-Visual Aids in Teaching
 II. Contextualization/Localization of IM/CG
(Select any two competencies in the K-12 Curriculum Guide
in English, any grade level. Apply the process of
contextualization/localization to make the curriculum suited
to the needs and background of the learners) 10 PTS each.

A. Multi-media Approach to Teaching

Nature & Definition

 Is a technique in teaching such as the combination of sound, video, and text for
expressing ideas as in communication, entertainment, or even in art in which several
media are used. It facilitates software in teaching-learning process.

 Multimedia approach has come out of researches and experiments in educational

technology that have been undertaken in order to improve the process of teaching
learning.

Multimedia Instructional device

Planning
 Express the idea and purpose
Develop the objectives
Consider the learner
Find related material
Prepare the content outline Designing the Multimedia Device
Identifying the factors or criteria for media selection
Select the media
Make a story board
Develop the script
Production of the multimedia Device
Take the picture and keep a record
Process the picture
Edit the picture
Edit the narration and captions
Mix sound
Prepare final copies
Follow-up
Use the materials
Evaluate for future use
Revise the materials
Obtain the copyright for the materials.

Educational Implications of Multimedia Approach

 Multimedia approach enables the student to represent information using several

different media.
 Can arouse the curiosity among the learner and provide them vivid impressions.
 Multimedia can take into account different learning styles – some pupil learn by
interpreting text, while others require more graphical representations.
 Can develop a positive attitude among the learners towards the teaching-learning
process.
 Multimedia Approach allows for self-pacing
 Technique of simulation can be effectively applied through the multimedia
approach.
 Helps in development of higher order thinking skills.
 Multimedia approach provides the student the flexibility of 'anywhere', 'any time'
learning.
 Helps in developing group and interpersonal skills.
 Effective remediation programs can be implemented through the multimedia
approach.
  Multimedia approach can bridge language barriers since audio is not the only
means of communication.
 Requires highly sophisticated infrastructure facilities, which may lead to heavy
financial burden.
 Expertise and skill are required to operate the multimedia devices, which will lead
to the problem of non-availability of human resources.
B. The Need for Audio-Visual Aids in Teaching
We are now in the 21st century education where learners are greatly advance in having the
advantage of using technology. Today’s education has a great challenge to cater the needs and
demands of the learners thus far there is a need for audio-visual aids in teaching because based
on various studies students nowadays learn best through learning by doing and letting the
learners see and hear what they are needed to learn. Audio-visual aids like PowerPoint
presentation, filmstrips, etc. are teaching aid to help increase students learning. This will help the
teacher in presenting the lesson to the students. The teaching-learning process would be more
effective because through this strategy some preferred ways of student’s acquisition of
knowledge or learning styles are being covered. In addition, it also uses most of the micro skills
of the learners and because of that students learn in a fast pace. Indeed, as future teachers we
need to level up everything, aside from being competent teachers we need also to keep at pace or
trends for us to teach effectively.